An Investigation into the Effects of Translanguaging Practices in a Grade 11 Bilingual Classroom
DOI:
https://doi.org/10.32350/jcct.72.04Keywords:
translanguaging, code-switching, mother tongue, language pedagogy, teacher–learner interactionAbstract
This study examines the effects of translanguaging techniques in a bilingual classroom in Grade 11. This study was guided by three specific objectives: first, to explore the motivations behind translanguaging practices; second, to determine the impacts of translanguaging; and third, to identify the optimal times for translanguaging to occur during classes to capitalize on the phenomenon. To assist educators and students in resolving linguistic conflicts in their first and second language, the study was important because it raised awareness about the reasons, benefits, and when to employ translanguaging. Translanguaging is a process that expands knowledge beyond language(s) and involves the dynamic and functional integration of several languages and language variations. It pushes us towards linguistics of participation and away from system and speaker linguistics. Semi-structured interviews were carried out with six teachers selected from a population of thirty, and participant observations were conducted with forty-two learners. The study employed a qualitative research methodology to ascertain the views, attitudes, and sentiments of both educators and learners regarding the practice of translanguaging in a bilingual classroom. Participant observations and semi-structured interviews were the two methods employed to gather data. The data collected through semi-structured interviews and participant observations were analyzed using thematic analysis. According to the study's findings, teachers use translanguaging to help students comprehend challenging educational texts and materials when teaching vocabulary, terminologies, and complicated phrases. The significance of this study is to help learners do well in English as a second language. The following suggestions were made. Because translanguaging aids students who have trouble understanding the subject matter and acquiring target language, it shouldn't be prohibited in schools. Additionally, translanguaging should only be employed when all other explanations have been exhausted, particularly when elucidating complex terms or terminologies.
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